ABSTRACT
Procedural tasks tend to be learned quickly, but acquired skill deteriorates rapidly during periods of no-practice. The present study investigates how skill retention can be Improved through adequate instruction and appropriate training procedures. Subjects learned four sets of procedures (14-17 steps) for directing a ship from one side of a computer-simulated lock to the other. In the learning phase, subjects first received Instruction. They either simply memorised the sequences of task actions, or received additional explanations of system principles. Then they were trained until criterion according to either a mixed or a blocked practice schedule. After eight weeks, the retention test was administered. Subjects were required to practice (without prior instruction or feedback) until they had re-attained the criterion level. Results show that understanding the system principles facilitate learning and retention performance, but the nature of the practice schedule produced no significant effects. Conclusions for training design are presented.
